Model-Based or Model-Facilitated Learning
Overview
Model-facilitated learning, also known as model-based learning is defined as; the integration of learning theory, methodology, and technology. Modeling and simulation tools are gaining importance as a means to explore, comprehend, learn and communicate complex ideas, especially in distributed learning and work environments (Maier & Größler, 2000). Students are building and using simulations in both guided discovery and expository learning environments (Alessi, 2000). Of particular interest is whether and when one learns by building simulations or by interacting with existing simulations (Spector, 2000).
Origins & Major Contributors
The methodology that supports model-facilitated learning is systems dynamics. Systems dynamics is defined as: learners engaging in cognitive and social processes that promote collaborative knowledge building. Systems dynamics allows learners to make connections between and among parts and to analyze the model’s ability to represent relevant aspect of the perceived world. As the movement to apply emerging instructional technologies to support learning increases major contributors such as, Spector, Horwitz, and Gibbons give their insight on implications for design and the impact on learning. This page will focus on two major components/principles for instructional design.
Implications for Instructional Design
There are two major components/principles to guide instructional designers in selecting and arranging designs. With the first design component, Horwitz (2002) distinguishes 3 technical components: 1) visualizations are what we choose to show users. 2) simulations are what we let them do. 3) models are what link the two. In the case of educational software, the design of the visualizations, simulations, and models will depend critically on what is being taught, for what purpose, and to whom. The second design principle, is the Andrew Gibbons Model-Centered Instruction/Design Layers (MCI) This view assumes that a designer organizes constructs within several somewhat independent layers characteristic of instructional designs: the model/content layer, the strategy layer, the control layer, the message layer, the representation layer, the media-logic layer, and the management layer. The designer selects and organizes structures within each layer in the process of forming a design. The designer also aligns the structures within layers with those of other layers to create a vertical modularity in the design that improves its manufacturability, maintainability, and the reusability of designed elements. A design layer is typified by: characteristic design goals, building-block constructs, design processes, design expression and construction tools, and principles to guide the arrangement of structures. Over time, a layer becomes associated with specialized skill sets, publications, and a design culture. Instructional theories provide principles to guide design within one or more of these layers, but no theory provides guidelines for all of them, suggesting to designers the wisdom of subscribing to multiple local theories of design rather than a single monolithic theory.
Challenges
Challenges to model-based learning is that it does not promote learning, just deep thought. Especially with simulations, the argument is that learners use simulations and computer based tool as applications which have been designed by the instructor. These designs do not present learners with insight on the design variables or the ability to change them, therefore, learning does not take place. Such designs are called black box models. The challenge that must take place is engaging learners in understanding and building the models that is crucial for critical thinking. These designs are glass box models.
Model-facilitated learning, also known as model-based learning is defined as; the integration of learning theory, methodology, and technology. Modeling and simulation tools are gaining importance as a means to explore, comprehend, learn and communicate complex ideas, especially in distributed learning and work environments (Maier & Größler, 2000). Students are building and using simulations in both guided discovery and expository learning environments (Alessi, 2000). Of particular interest is whether and when one learns by building simulations or by interacting with existing simulations (Spector, 2000).
Origins & Major Contributors
The methodology that supports model-facilitated learning is systems dynamics. Systems dynamics is defined as: learners engaging in cognitive and social processes that promote collaborative knowledge building. Systems dynamics allows learners to make connections between and among parts and to analyze the model’s ability to represent relevant aspect of the perceived world. As the movement to apply emerging instructional technologies to support learning increases major contributors such as, Spector, Horwitz, and Gibbons give their insight on implications for design and the impact on learning. This page will focus on two major components/principles for instructional design.
Implications for Instructional Design
There are two major components/principles to guide instructional designers in selecting and arranging designs. With the first design component, Horwitz (2002) distinguishes 3 technical components: 1) visualizations are what we choose to show users. 2) simulations are what we let them do. 3) models are what link the two. In the case of educational software, the design of the visualizations, simulations, and models will depend critically on what is being taught, for what purpose, and to whom. The second design principle, is the Andrew Gibbons Model-Centered Instruction/Design Layers (MCI) This view assumes that a designer organizes constructs within several somewhat independent layers characteristic of instructional designs: the model/content layer, the strategy layer, the control layer, the message layer, the representation layer, the media-logic layer, and the management layer. The designer selects and organizes structures within each layer in the process of forming a design. The designer also aligns the structures within layers with those of other layers to create a vertical modularity in the design that improves its manufacturability, maintainability, and the reusability of designed elements. A design layer is typified by: characteristic design goals, building-block constructs, design processes, design expression and construction tools, and principles to guide the arrangement of structures. Over time, a layer becomes associated with specialized skill sets, publications, and a design culture. Instructional theories provide principles to guide design within one or more of these layers, but no theory provides guidelines for all of them, suggesting to designers the wisdom of subscribing to multiple local theories of design rather than a single monolithic theory.
Challenges
Challenges to model-based learning is that it does not promote learning, just deep thought. Especially with simulations, the argument is that learners use simulations and computer based tool as applications which have been designed by the instructor. These designs do not present learners with insight on the design variables or the ability to change them, therefore, learning does not take place. Such designs are called black box models. The challenge that must take place is engaging learners in understanding and building the models that is crucial for critical thinking. These designs are glass box models.